Teacher-AI Collaboration: Psychological Effects on Teaching Identity and Instructional Confidence
DOI:
https://doi.org/10.47067/ramss.v8i3.556Keywords:
Artificial Intelligence, Teacher Confidence, Professional Identity, Teacher-AI Collaboration, Teaching Effectiveness, Trust in AI, Quantitative Research, Educational Technology, AI Integration, Professional DevelopmentAbstract
The present study described the impacts of the adoption of Artificial Intelligence (AI) tools on the professional identity and the teaching confidence levels of the teaching staff and, in more detail, the degree to which collaborative work with AI influences the teaching effectiveness of its employees. In the context of quantitative research design, the information has been sampled amongst the 250 teachers who have been invited to work based on the AI equivalents as applied in school and higher education. The sample was picked through the use of a simple random sampling method and a survey was administered to measure how the AI is used by teachers, their level of confidence in the use of AI, their identity and confidence in AI. The results indicated that there was a significant positive association involving the use of AI and the instructional confidence of teachers i.e. AI is effective in reducing workload and providing teachers with time to perform more creative tasks when teaching. Moreover, the teacher-AI collaboration influenced the positive change in the professional identity of the teachers, being preoccupied with the sense of undervalues or lacking control. The most significant was the role of the trust in AI and its significance was identified that the greater the trust, the more effective teaching has been qualified by the teachers. It is observed in the given study that there is a need of proper training, continuous support and reliable AI systems so that the trust and the confidence of the teachers can be built. It even discusses the preservation of the human aspect to teaching with AI as an aiding component.
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